Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

‘FLIPPING THE COIN’: MODELS FOR SOCIAL JUSTICE AND THE MATHEMATICS CLASSROOM

‘FLIPPING THE COIN’: MODELS FOR SOCIAL JUSTICE AND THE MATHEMATICS CLASSROOM Abstract This paper offers a rationale for the development of a theory of social justice to support research in mathematics education. A Rawlsian perspective (Rawls, 1971) is taken as a starting point. This perspective is developed using the work of Iris Marion Young (1990), Cameron McCarthy (1990) and Godfrey Brandt (1986) to offer arenas for research in mathematics classrooms by exploring injustices within schools and within classrooms. The paper ends by calling for the focus for such social research to be transformational as opposed to explanatory. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Mathematics Education Taylor & Francis

‘FLIPPING THE COIN’: MODELS FOR SOCIAL JUSTICE AND THE MATHEMATICS CLASSROOM

Cotton, Tony
Advances in Mathematics Education , Volume 1 (1): 18 – Jan 1, 1999
Download PDF
18 pages

‘FLIPPING THE COIN’: MODELS FOR SOCIAL JUSTICE AND THE MATHEMATICS CLASSROOM

Abstract

Abstract This paper offers a rationale for the development of a theory of social justice to support research in mathematics education. A Rawlsian perspective (Rawls, 1971) is taken as a starting point. This perspective is developed using the work of Iris Marion Young (1990), Cameron McCarthy (1990) and Godfrey Brandt (1986) to offer arenas for research in mathematics classrooms by exploring injustices within schools and within classrooms. The paper ends by calling for the focus for such...
Loading next page...
 
/lp/taylor-francis/flipping-the-coin-models-for-social-justice-and-the-mathematics-vXU90gkYZD
Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1463-6441
DOI
10.1080/14794809909461547
Publisher site
See Article on Publisher Site

Abstract

Abstract This paper offers a rationale for the development of a theory of social justice to support research in mathematics education. A Rawlsian perspective (Rawls, 1971) is taken as a starting point. This perspective is developed using the work of Iris Marion Young (1990), Cameron McCarthy (1990) and Godfrey Brandt (1986) to offer arenas for research in mathematics classrooms by exploring injustices within schools and within classrooms. The paper ends by calling for the focus for such social research to be transformational as opposed to explanatory.

Journal

Advances in Mathematics Education – Taylor & Francis

Published: Jan 1, 1999

There are no references for this article.